54
Storia dei paesi islamici
UNIVERSITÀ DEGLI STUDI DI NAPOLI "L'ORIENTALE"
Dati Generali
Periodo di attività
Syllabus
Obiettivi Formativi
EXPECTED LEARNING OUTCOMES
At the end of the course, students will be able to understand and analyse gender dynamics in the MENA region, taking into account factors such as family, sexuality, health, education, labour, climate change.
The course aims to provide students with the knowledge and methodological tools to analyse the gender dynamics in the MENA region.
In particular, students will learn to:
1. Understand and decode the concepts of women’s empowerment and agency in the specific context of the MENA region;
2. Understand the process of women’s emancipation in the region;
3. Decode patriarchal discourses on reproductive rights and sexuality;
4. Understand graphs and tables and comment on them effectively.
Based on the knowledge acquired during the course, students must demonstrate their ability to develop complex discussions and presentations (individual or group) on the main topics covered. They must also be able to write a critical essay on one of the main topics of the course.
ADDITIONAL LEARNING OUTCOMES
Independent judgement:
Based on the concepts learned, students must demonstrate their ability to analyse the main historical, religious, political, social and economic factors that influence the status of women in the MENA region.
Communication skills:
Students must be able to communicate the concepts learned effectively, actively participating in class discussions led by the instructor and presenting their own research on a topic related to the course.
Learning skills:
At the end of the course, students will have acquired the learning skills necessary to find additional materials related to the course topics and comment on them effectively.
Prerequisiti
Prior knowledge of Islamic studies and the contemporary history of Arab/Islamic countries is useful.
Metodi didattici
The course is divided into two parts. In the first part, the main topics of the course will be addressed through lectures and case studies. In the second part, students will be actively involved in class through presentations, guided discussions, group work, and discussions of practical cases. They will also be required to write a final paper.
Non-attending students and/or working students are invited to contact the professor for information on study materials and learning support.
Verifica Apprendimento
The final exam consists of an oral assessment aimed at verifying the achievement of the expected learning outcomes indicated in the educational objectives. The final exam will cover both parts of the course.
The language of the exam is English.
For students attending the course, group work and presentations of case studies, as well as the preparation of a final individual essay of approximately 3,000–3,500 words, will contribute to the assessment of their performance. The final essay may focus on one of the topics addressed in either part of the course.
Assessment criteria: The final assessment, expressed in thirtieths, is aimed at assessing the acquisition of the knowledge and skills indicated in the learning objectives. In particular, the following will be assessed: completeness of information, critical analysis skills, ability to apply the knowledge acquired to the general analysis of the reference area.
Testi
Abu-Lughod, Lila, Do Muslim Women Need Saving, Cambridge (MA), Harward Univ. Press 2013 (in part. chaps. 1, 4 and 5).
Allen, Nathalie. “Gender Disparity and Climate Change – Addressing the Disproportionate Effects of Climate Change on Women.” Global Energy Law and Sustainability 3.2 (2022), pp. 206–226.
Joseph, Suad (ed.), Arab Family Studies : Critical Reviews, Syracuse, New York: Syracuse University Press, 2018 (in part. chaps. 20 and 23).
Tabahi, S. The Construction and Reconstruction of Sexuality in the Arab World: An Examination of Sexual Discourse, Women’s Writing and Reproductive Justice. Sexuality & Culture 24, 1720–1737 (2020). https://doi.org/10.1007/s12119-020-09714-8.
World Bank, Opening Doors. Gender Equality and Development in the Middle East and North Africa (report 2013), World Bank Document.
SECOND PART
Borrillo, S., “Asma Lamrabet’s Theology: Navigating Islam, Gender Equality and Decolonial Thought” in M. Hashas (ed.), Contemporary Moroccan Thought. On Philosophy, Theology, Society and Culture, Brill, 2025, pp.498-519.
Borrillo, S. – Soliman, M. (eds.), Studi Maghrebini/North African Studies, Special Issue: Artivism, Culture and Knowledge Production for Egalitarian Citizenship in the Middle East and North Africa post 2011, vol. 18, 2020/2.
Contenuti
This year, the course is divided into two parts. The first part, taught by Professor Ersilia Francesca, will concentrate on Gender, Rights, and Social Change in the MENA Region. The second part, taught by Professor Sara Borrillo, will focus on Islamic feminism and activism.
As a complementary activity, the course will include a workshop on Gender Activism, Queer Struggles, and Feminist Futures in the MENA Region.
FIRST PART
TITLE: Gender, Rights, and Social Change in the MENA Region
The purpose of this class is to familiarise students with the main analytic debates in the field of gender and women studies in the MENA (Middle East and North Africa) region. Four main institutional domains (family, labour market, civil society and state) will be explored in order to understand how gender relations are both defined and transformed in the region. Preserving human rights, combating discrimination against women and LGBT+ communities, and enhancing equality of life for women and men are cornerstones in developing a sustainable world. Women’s and gender based inequalities remains a significant global concern with important connotations for the MENA region. Women across the region are restricted by gender norms, limiting their physical mobility, access to the labour market, and both household and public decision-making. Incremental progress has been documented within the region: areas such health, education, labour have seen significant improvement in gender-related indices; laws and policies on gender equality are growing, women’s representation in government and in national programming has increased. Yet, in the midst of these gains, gender gaps in the region persist and part of recent progress is at risk of regress, due to the intersection with further global and regional crises factors, including political and economic upheavals, conflicts, occupations, climate change and extreme environmental events. Furthermore, the patriarchal character of governments reinforces unequal socio-cultural norms and practices through laws, justice mechanisms and socio-political institutions. Thus has a negative impact non only on women’s status but also on the recognition of the rights of LGBT+ person in the region. Many governments in the region reject the concepts of “sexual orientation” and “gender identity” altogether. Same-sex sexual relations are criminalised in most of the countries in the region, and few countries recognise the rights of homosexual and transgender persons. However, amid this difficult scenario female and LGBT+ activism is defying state and social stigma, thus contributing to changing gender norms in the MENA region. Tackling the issue of gender equality in the Mena region, four areas will receive separate attention: 1. Health, sexuality and reproductive rights 2. Learning and labour market 3. Freedom from Violence and Access to Justice 4. Participation and Leadership. 5. Gender inequality and climate change.
SECOND PART
Islamic Feminism and the Feminist Theology of liberation (6h)
This section examines some of the central themes and modes of engagement that characterize the global discourse of Islamic feminism. In particular, it explores the thought, as well as the intellectual and political trajectory, of Asma Lamrabet, one of the most influential contemporary proponents of Islamic feminism in Morocco and beyond. The section further analyses the methodological foundations and key arguments of her work, which seeks to demonstrate the compatibility between gender justice and Islamic ethics through a contextual and gender-sensitive hermeneutical reading of Islamic sources. In doing so, it highlights the potential of her approach to not only deconstruct Orientalist stereotypes about Muslim women but also bridge the divide between modernist and traditionalist understandings of religion and society, both in Muslim-majority contexts and within Muslim diasporic communities.
Gendered, queer and feminist artivism in the SWANA region (6h)
This section engages with the theoretical debates surrounding gendered, queer, and feminist artivism in the SWANA (South West Asia and North Africa) region in the aftermath of the 2010–2011 revolutionary uprisings. The nexus between revolutionary change, cultural production, and struggles for gender justice provides a productive analytical lens through which to interrogate the socio-political transformations set in motion by the revolutionary wave across the Arab world. Rather than treating artistic practices as merely reflective of political developments, this section approaches artivism as a site of knowledge production, political contestation, and emancipatory praxis, where dominant gender regimes and hegemonic power relations are simultaneously challenged and reimagined. Through the analysis of selected case studies, it explores the extent to which artivist practices contribute to destabilizing the patriarchal social contract and to articulating more egalitarian modes of citizenship, belonging, and political participation. Particular attention is devoted to the capacity of these creative interventions to generate alternative political imaginaries, futures, and new grammars of embodied resistance that reshape the horizons of political possibility within contemporary Arab societies.
Lingua Insegnamento
English
Altre informazioni
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